BIOLOGY SBI 4U1 Course of Study
Course Details
The Ontario Curriculum, Grades 11 and 12: Science 2008
Revised 2011 (September)
TDSB, Victoria Park Collegiate Institute
SBI 4U1, full credit
Science Department, Assistant Curriculum Leaders: K. Thorne and S.
Prerequisites: Grade 11 Biology; Recommended: Grade 11 Chemistry
Reichling
Text: Biology 12, Nelson (replacement cost - $125)
Course Outline
Curriculum Expectations:
A. Scientific Investigation Skills and Career Expectations – Throughout this course, students will:

Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and
recording, analyzing and interpreting, and communicating)

Identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made
contributions to those fields
B. Biochemistry – By the end of this course, students will:

Analyze technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;

Investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and
biochemical reactions;

Demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular
function.
C. Metabolic Processes – By the end of this course, students will:

Analyze the role of metabolic processes in the functioning of biotic and abiotic systems, and evaluate the importance of an understanding of these
processes and related technologies to personal choices made in everyday life;

Investigate the products of metabolic processes such as cellular respiration and photosynthesis;

Demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes.
D. Molecular Genetics – By the end of this course, students will:

Analyze some of the social, ethical, and legal issues associated with genetic research and biotechnology;

Investigate, through laboratory activities, the structures of cell components and their role in processes that occur within the cell;

Demonstrate an understanding of concepts related to molecular genetics, and how genetics is applied in industry and agriculture.
E. Homeostasis – By the end of this course, students will:

Evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity;

Investigate the feedback mechanisms that maintain homeostasis in living organisms;

Demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain
homeostasis.
F. Population Dynamics

Analyse the relationships between population growth, personal consumption, technological development, and our ecological footprint, and assesses the
effectiveness of some Canadian initiatives intended to assist expanding populations;

Investigate the characteristics of population growths, and use models to calculate the growth of populations within an ecosystem;

Demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species
Course Description
This course provides students with the opportunity for in-depth study of the concepts and processes associated with the biological systems. Students will
study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics.
Emphasis will be placed on achievement of the detailed knowledge and refinement of skills needed for further study in various branches of the life sciences
and related fields.
Course Content:
Biochemistry
Metabolic Processes
Molecular Genetics
Homeostasis
Population Dynamics
20 hours*
20 hours*
25 hours*
25 hours *
20 hours*
*These times are approximate.
Learning Skills
Students will be assessed on the following six Learning Skills with the use of a checklist:
Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation
Teaching/Assessment and Evaluation Strategies
A range of instructional strategies will be used to address student needs. Some of these strategies include direct instruction, interactive instruction,
experiential learning and independent study. Students are given opportunities to learn and be assessed before evaluations. Summative evaluation for this
course is based on a final written exam.
Achievement Chart
Knowledge and Understanding (30%)
Evaluation may include quizzes, homework checks, tests, problem sets, assignments, facts, terms, concepts, applications, etc.
Communication (25%)
Evaluation may be based on laboratory reports, written reports, essays, oral presentations, in-class questions and answers, terminology,
student-teacher conferences, etc.
Thinking and Inquiry (25%)
Evaluation may include application of scientific inquiry, applications of technical skills, use of tools and equipment, open ended test
questions, concept maps, formulating questions, etc.
Applications (20%)
Evaluation may include research papers, projects, debates, interviews, analyzing issues, assessing impacts and proposing courses of
action, understanding connections among Science, Technology, Society and the Environment, etc.
70% Grade on Course Work**
Biochemistry
Task
Technological Application of Biochemistry
Biochemistry Quiz
Biochemistry Inquiry
Unit Test
Metabolic Processes
Task
Role of Metabolic Processes Assignment
Cellular Respiration Quiz
Cell Energetics Inquiry
Photosynthesis Quiz
Unit Test
Molecular Genetics
Task
Genetic Research and Biotechnology Issues Assignment
DNA Replication Quiz
Molecular Genetics Inquiry
Protein Synthesis Quiz
Unit Test
Homeostasis
Task
Impact of chemical/environmental factors on homeostasis
Assignment
Renal Physiology Quiz
Homeostasis Inquiry
Nervous/Endocrine Quiz
Unit Test
Population Dynamics
Task
Global Ecological Issues and Canadian initiatives Assignment
Population Growth Inquiry
Unit Test
** Above tasks subject to minor changes.
Achievement Chart Focus
K&U
T/I
C
X
X
X
X
X
X
X
X
Achievement Chart Focus
K&U
T/I
C
X
X
X
X
X
X
X
X
X
X
Achievement Chart Focus
K&U
T/I
C
X
X
X
X
X
X
X
X
X
X
A
X
X
X
A
X
X
A
X
Time of Assessment
X
X
X
X
X
X
X
X
X
X
X
Achievement Chart Focus
K&U
T/I
C
X
X
X
X
X
X
X
X
Time of Assessment
X
Achievement Chart Focus
K&U
T/I
C
A
X
X
X
X
Time of Assessment
A
X
X
X
Time of Assessment
Time of Assessment
30% Grade Based on Course-Culminating Activities
All students will write a final exam.
The Research Process:
For every research-based assignment, students will be expected to use the TDSB student research guide, Research @ Your Library with the 4 stage
model of the research process incorporated into these assignments either in part or in whole. Students will receive instruction and be assessed /
evaluated on various aspects of the research process by either their teacher or one of the teacher-librarians. These lessons may include, but are not
limited to the development of research questions, note-taking, adherence to a specific documentation style, facility with a variety of resources, etc.
Accommodations
Accommodations refer to the teaching strategies, supports, and/or services that are required in order for a student to access the curriculum and
demonstrate learning. Students who have an IEP are entitled to the accommodations specified in their plans.
Term Grades for Provincial Reports throughout the Year
The grade for each term/reporting period is based on the evaluations that have been conducted to that point in the course, and will be preliminary
and tentative. They will be based on the most consistent level of achievement to that time, but some of the overall expectations, strands, end units,
will not have been addressed. The students’ grades may change when all work is evaluated by the end of the course.
Midterm reports will be sent home with the students approximately half way through the semester.
Communication
First of all … KNOW that we want you to succeed.
The science office is in room 221. You are encouraged to make an appointment with your teacher if you would like extra help, or if you wish to
see/discuss your marks. Do not hesitate to ask for help.
Parents/guardians may contact the teacher at any time with comments and/or concerns at
416 – 395 – 3310 ext. 20095. Parents/guardians may also schedule an interview during Parent/Teacher interview time.
The teacher will contact parents/guardians as necessary.